Reading Texts in Instructed L1 and FL Reading: Student Perceptions and Actual Selections

Bruton, Anthony; Marks, Emilia Alonso

doi:10.2307/20140909

Cited by 5 publications

(5 citation statements)

References 16 publications

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“…Between the American students, 50% of the students wanted to read them in Spanish, whereas 20% felt a necessity to read them in the L2. When American students commented on reading comics in their L1 (English), 55% of the students wanted to read comics, whereas only 15% felt it necessary to read them (Bruton & Marks, 2004). Therefore, the data presented implied that the wants to read comics tended to be higher than the necessity to read comics in the L1 and foreign language.…”

Section: Motivation and Comicsmentioning

confidence: 87%

“…Bruton and Marks (2004) examined and compared results from two groups of foreign language learners' perception of wants and needs about reading in the target language. Wants and needs were important variables to consider because if a learner perceived that he or she needed to read in the target language in order to accomplish academic or personal goals, the learner would be motivated to succeed.…”

Section: Motivation and Comicsmentioning

confidence: 99%

“…One group of students was EFL students at two selected schools in Spain, whereas the other group was a pool of American students who were learning Spanish as a foreign language. The different reading media in this study were science fiction, songs, poems, plays, comics, newspapers, magazines, brochures, advertisements, letters, forms, references, and specialists books (Bruton & Marks, 2004). Similar to Norton's (2003) study, researchers gathered data using student comments from questionnaires.…”

Section: Motivation and Comicsmentioning

confidence: 99%

“…Unlike Arlin and Roth (1978), other researchers used reliable and valuable means of collecting data to understand motivation while using comics during L2 learning (Witty, 1941;Norton, 2003;Bruton & Marks, 2004;Jones, 2010). The studies included datum compiled from interviews, surveys, and questionnaires, which gave qualitative data to explain why students found comics attractive or why students were motivated to read selections from this medium as opposed to another media.…”

Section: Strength In the Literaturementioning

confidence: 99%

See 3 more Smart Citations

Are Comics Effective Materials for Teaching Ells? A Literature Review on Graphic Media for L2 Instruction

Clark¹

2017

IJAEDU- International E-Journal of Advances in Education

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In spite of the arguments teachers, parents, librarians, and critics have raised against students reading comics, research has demonstrated the effective use of comics in the classroom. This paper is a review of the literature that justifies how comics have been used to spark student motivation, heighten vocabulary acquisition, enhance multiple literacies, and improve multimodal skills during the learning process. These multimodal skills are essential for reading comics, since readers are required to make meaning of the visual, audio, and narration features of a comic. Even though the idea of using comics in the general education classroom is becoming more accepted, these discoveries still do not answer a vital question in the field of English Language Learning Pedagogy, which is "Are comics effective materials to use with English Language Learners (ELLs)?" This question helps professionals and researchers further explore the legitimacy of using comics as a tool for teaching and improving language skills. Using James W. Brown's (1977) research as a theoretical foundation, experiences that language learners encounter while reading comics in the target foreign language are clarified. In addition, further language pedagogical practices, based on fieldwork and teaching experience with ELLs in public grade schools and universities in New York City and abroad, are proposed at the conclusion of this literature review. Such proposed practices are instructional practices from the following locations: New York, United States; Tsinghua University in Beijing, China; Chon Buri, Thailand; Traduc Inc. in Santiago, Chile; and Puerto Bolivar, Ecuador.Keywords: ENL, EFL, comics, motivation, vocabulary, multimodal texts STAKING OUT A CONTROVERSY ABOUT CHILDREN READING COMICSDuring fieldwork in a third grade dual English and Spanish language classroom in New York City, several newly arrived and long term English Language Learners (ELLs) were observed. Scrambling through shelves of the school library on a typical Wednesday, the class was searching for books they could read during independent reading time. One ELL had chosen a picture book Knuffle Bunny by Mo Williams, while another ELL selected the graphic novel Bone by Jeff Smith. When the teacher spotted the reading selections by these students, she immediately informed them to find another book: "preferably a chapter book," she added. It seemed as though this teacher did not take the graphic novel genre as appropriate reading material for her students, since comics and graphic novels included more visuals and less text when compared to the Education, Vol. 3, Issue 8, August 2017 http://ijaedu.ocerintjournals.org 299 traditional chapter book. IJAEDU-International E-Journal of Advances inThe idea that comics and graphic novels were not "real" or "preferable" reading materials through the eyes of many teachers is a reoccurring historical argument. Psychiatrist Fredric Wertham was one of the first wellknown and published critics who argued against children reading comic bo...

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Section: Motivation and Comicsmentioning

confidence: 87%

Section: Motivation and Comicsmentioning

confidence: 99%

Section: Motivation and Comicsmentioning

confidence: 99%

Section: Strength In the Literaturementioning

confidence: 99%

See 2 more Smart Citations

Are Comics Effective Materials for Teaching Ells? A Literature Review on Graphic Media for L2 Instruction

Clark¹

2017

IJAEDU- International E-Journal of Advances in Education

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show abstract

“…It can also open opportunities for learning culture (Swaffar, Arns, & Byrnes, 1991). Alverman, Phelps, and Ridgeway (2007) and Bruton and Marks (2004) explain that much research supports the correlation between reading and improving vocabulary. In addition, Eskey (2005) claims that prior knowledge of the subject helps students understand the reading while current language proficiency also influences students' ability to understand the text being read.…”

Section: Input In the Form Of Readingmentioning

confidence: 99%

18. Communicative language teaching

Knapp¹,

Seidlhofer²

2009

Handbook of Foreign Language Communication and Learning

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This portfolio is a compilation of second language teaching research and ideas put together during the author's time as a MSLT student. It includes a personal teaching philosophy supported by three related artifacts. It also contains an annotated bibliography with an overview of some of the research examined during her time in the program. Her personal teaching philosophy underscores how communicative language teaching can help students learn language through meaningful use. The artifacts suggest ways to implement communicative language teaching by teaching language in content, using multimedia authentic texts, and teaching sociolinguistics and pragmatics.

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Didactic subtitling in the Foreign Language (FL) classroom. Improving language skills through task-based practice and Form-Focused Instruction (FFI)

Ragni

2020

Benjamins Current Topics

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Didactic subtitling is a relatively new area of investigation that is undergoing a surge in popularity. By bringing together findings from Audiovisual Translation (AVT), Second Language Acquisition (SLA) and psycholinguistics, some theoretical issues related to the practice of subtitle creation in Foreign Language Learning (FLL) are appraised. The article introduces Task-Based Learning and Teaching (TBLT) and reflects on what didactic subtitling can and cannot offer to TBLT approaches. In a still predominantly communicative era, language researchers are questioning the effectiveness of entirely communicative approaches to FLL. Many support the idea that, if successful learning is to be achieved, some Form-Focused Instruction (FFI) is needed. This article reviews relevant FFI literature, and explores how far active subtitling can provide an effective strategy for focussing on form that leads to communicative language development. In doing so, concepts such as noticing, skill development, interaction, pushed output and consciousness-raising are addressed. It is argued that a combination of task-based and form-focused instruction in the subtitling classroom can have great potential and should be investigated further, both theoretically and empirically.

show abstract

Reading Texts in Instructed L1 and FL Reading: Student Perceptions and Actual Selections

Cited by 5 publications

References 16 publications

Are Comics Effective Materials for Teaching Ells? A Literature Review on Graphic Media for L2 Instruction

Are Comics Effective Materials for Teaching Ells? A Literature Review on Graphic Media for L2 Instruction

18. Communicative language teaching

Didactic subtitling in the Foreign Language (FL) classroom. Improving language skills through task-based practice and Form-Focused Instruction (FFI)

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